VOCABULARY LEARNING STRATEGIES IN 10 STUDENTS OF G1

CLASS

Dwi Afrizal Frianto

Sultan Agung Islamic University

Abstract

This paper reports a survey about how students in fifth grade especially G1 class of Collage
Language of Sultan Agung Islamic University use strategies when learning English language
vocabulary. The focus of this report is to recognize how far the students of G1 learn and use
English vocabulary. Vocabulary is really central and so crucial for many EFL students.
Moreover students of Collasula need to know this critical issues because English is their
majority progam in university. To do this report there are 10 students in G1 class were asked
about how they use strategies or methodology to learn or memorize every words in English.
This report uses their statements and logical answers from them. This report or study is also
want to discover they are independent students in learning vocabulary or dependent students
in learning vocabulary. Independent learners are encompassing self – study in outside the
classroom to learn the vocabulary or new words in English. Dependent learners are students
who learn new vocabulary or new words depend in what the lecturers teach inside the
[Link] use three base vocabulary learning strategies to get the information from the
10 students of G1 class ( Guessing Meaning from context, Mnemonic Devices, and
Vocabulary Notebooks ). Then, from those information or statement hopefuly the students
from G1 class can use or memorize new words ( vocabulary ) in their daily actiivities. This
report also asked them about their strategies is completely done to influence them to
discovering the meaning of a new word and in consolidating a word once it has been
encountered.

Keyword : vocabulary learning strategies, G1 class ( EFL ).

 Vocabulary learning strategies is really important things in how to learn about English
language. As Jeanette S. Decarrico stated in Marrianne Celce – Murcia’s Apple book ( page ;
285 ), that Vocabulary learning is central to language acquisition, whether the language is
first, second or foreign. Moreover for students who English is not their first language ( L1) or
(L2). But sometimes vocabulary has never been a priority for students themselves. They
never realize that vocabulary is really important to learn English.

There is now general agreement among vocabulary specialist that lexical

competence is at the very heart of communicative competence, the ability
to communicate successfully and appropriately ( Coady and Huckin 1997
).

Because vocabulary is not really apprprite to communicate. It makes the use of vocabulary is
neglected.

Although vocabulary has not always never been recognized as a priority in language
teaching and learning. Interest in the role in second and foreign language has grown rapidly
in recent years and specialist now emphasize the need for systematic and principled approach
to vocabulary by of course teacher and learner ( Jeanette S. Decarrio :2001 ). Meaning that
the need of vocabulary is really needed for the learners of English. Furthermore that the need
of English language for the people of the world also is being increased years after years.

So far we have known that vocabulary just in terms of single every single words and
word families. But, vocabulary knowledge involves considerably more than just knowing the
words meaning of a given word in isolation; it is also knowing the words that tend to co –
occur with it ( Jeanette S Decarrio : 2001 ). We have to understand that to organize the words
and we need to know not just the meaning but we must know the use of words.

Students of EFL sometimes have faced many kind problems in learning of English
language vocabulary because to learn vocabulary we can not isolate that vocabulary into part
of the meaning of every single words. Perhaps it becomes the main problems student of a
foreign language. So that, to develop their ability to be mastered in English sometimes so
difficult for EFL students.

So sometimes the students of EFL have strategies to solve these problems. They use
their strategies not only to solve but also to develop their ability in learnig English language.
That is, if the students can find their suitable strategies in learning vocabulary, the will find
the easy way to learn English Vocabulary.

There are three kinds of vocabulary learning strategies that usually EFL use to help
their difficulties to learn English language. First is Guessing Meaning Context. It is become
one of the most often discussed in the literature. This strategy is a key vocabulary learning
skill for dealing with low – frequency vocabulary, particulary in reading authenthic texts. The
main idea of this strategy is about guess the unfamiliar or new words or texts meaning from
situation or context. It can help the EFL to read or know the words more easier. Second is
Mnemonic devices. Among various other strategies often discussed in the literature, one that
requires a considerable amount of manipulation and deep processing is the keyword method
that can aids the memory. Third is vocabulary notebooks. Is to help the students to know
some new or familiar words by notes or write the words in notebook. Schimitt and Schimitt
( 1991 ) recommended arranging the notebook in a loose – leaf binder or index card file, in
which, for instance, students write word pairs and semantic maps which help them visualize
the asociative network of relationships existing between new and familiar words. ( Jeanette S.
Derrico ; 2001 ). To reach the purposes of this research before discussion can started by two
questions :

1. What are the problems that the 10 students of G1 class will faces in learning
vocabulary?
2. What is the best strategy to lean vocabulary based on their stetement ?
3. Does the strategy which their choose can increase their ability ?

According to the Celce – Murcia and Jeanette S. Derrico ( 2001 ) there are three the
best ways or strategies to learn vocabulary.

1. Guessing Meaning from Context

One of the strategies that really more easier to used for the student of EFL, cause in
this strategy the student just guess the words from the context. Then try to find the
new and familiar word in dictionary. Clarke and Nation ( 1980 ) propose a guessing
 strategy based on such clues ( also in Nation 1990 ). A beginning step is to get the
learner to look closely at the unknown word, next to look at its immediate context,
and then take a much broader view of how the caluse containing the words relates to
other caluses or sentences, or paraghraps. Beside that Jeanette ( 2001 ) suggested that
the basic steps of this strategy include first deciding the part of speech of the unknown
word ( e.g., noun, verb, adjective, adverb ), and then examining the context of the
clause or sentence containing word.
2. Mnemonic Devices
One that considerable amount of manipulation and deep processing is the keyword
method that aid memory. Which helps to link a word form and its meaning and to
consolidate this linkage in memory. The important point to remember is that the
student must learn to concentrate on remembering the image of the interaction
between the keyword and the foreign word Jeanette ( 2001 ). An example made by
Kasper ( 1993 ). The target word is spanish word payyaso ( “clown” ) and the
keyword is the English pie. The association between the target word and the keyword
is to think of the image of a clown throwing a pie at a friend. Students can also be
encouraged to draw simple pictures with stick figures to illustrate the image and thus
further aid memory.
3. Vocabulary Notebooks
A further suggestion for a memory aid in students is setting up vocabulary notebooks.
The student can note or write new or new word then use the word which they wrote in
the notebooks. Other activities related to the notebooks include keeping a tally of
everytime they hear or see a new word within a certain frequency, learning roots and
derivatives in the word’s family by studying what affixes are used to change its part
of speech, making notes on stylistic aspects of the word, or writing a sentence
illustrating its use.

Those method also really important for beginner and EFL students. So that, those three
method are usually used for EFL students.

This research use those three method to find the information for 10 students of G1
class. But before asked the students about which one is the best method from them. they have
been asked about what the problems that they faced in learning vocabulary. From 10 students
7 students have same problems to learn vocabulary. Most or the big problem for them is the
poorly of sources and willingness to find the new vocabulary and so on. But 3 students have
big willingness to find and of course learn new vocabulary.

After asking the problem they faced. Those three methods or strategies were
explained to them, then asked to choose which one is the best strategy for them and which
one is always they use to learn vocabulary. 6 students said that the best strategy to learn
English vocabulary for them is guessing meaning from context. They have two good reasons
why they choose it !. first, from guessing meaning they feel more easily to translate the
meaning of every word into bahasa. So that they can understand what actually the text is
about. Second, they think that with guessing meaning they do not need to find the new or
unfamiliar word in the dictionary too often. Then, 2 students said that they use mnemonic
device to help them in learning vocabulary. They think that with using keyword when they
found unfamilliar words, they can understand what the text is. And also they think that they
can really easy to memorize the words. Then anothers 2 students, they more like to use the
vocabulary notebooks. They have some reasons why they use this strategy. First, with
notebooks or writing activity they think that will easy to memorize the vocabulary. Second, if
they find some difficult word or text they just open their notebooks of course they already
prepared or wrote the words before. Third, if forget their some kinds of the vocabulary, they
can open the notebooks anywhere, everywhere and anytime.

Then, all of those students said that their ability and skill have been increasing
significanly in learning English vocabulary. Although they still have some problems in
learning English language but they never give up to learn and learn English. It is also
answered that their strategy to improve their English ability is in the right way.

Conclusion and Suggestion

Based on the research outcomes we can conclude that vocabulary learning strategies
is really important for all of the student in whole which English has become their majority
lesson program.

Most of the student of G1 also use strategy to learn vocabulary and it improves their
ability so significanly. And also most of them use guessing meaning from context. They also
succeed to use strategy to learn vocabulary independently, they improve their skill and ability
upon their willingness and guided by their teacher. So that, a can conclude those 10 students
are independent learners. Although to learn vocabulary they find some difficulties they want
to learn so hard.

From this research also we realize that to be mastering English we have to study about
vocabulary so deeply hard. And strategy become the central elements in learning vocabulary.
Without strategy maybe we can not become master in English.

Blibliography

Learning Strategies

Decarrico, Jeanette S. 2001. Vocabulary Learning and Teaching ( Marianne Celce – Murcia :
Teaching English as a Second and Foreign language. Boston.

Nation, I. S. P. 1990. Teaching and Learning Vocabulary. Boston, MA: Heinle & Heinle.
( also good for classroom activities. )

Schimitt, N. 1997. Vocabulary Learning Strategies. In Vocabulary: Description, Acquisition,

and Pedagogy, edited by N. Schimitt and M. McCarthy. Cambridge: Cambrigde
University Press.

Schimitt, N. 2000. Vocabulary in Language Teaching. Cambridge : Cambridge University

Press.
VOCABULARY LEARNING STRATEGIES IN 10 STUDENTS OF G1
CLASS

RESEARCH PAPER
This Research Paper a is Requirements of Final Test of Extensive Reading
Which is taught by Mr. Setyo Prasiyanto S.S., [Link].

By :
Dwi Afrizal Frianto
(182090157)

LANGUAGE FACULTY
ISLAMIC SULTAN AGUNG UNIVERSITY
(UNISSULA)
2012